Abstract

This study aims to identify the problem-solving skills in challenge-based learning by utilizing tutor feedback from students in terms of cognitive style. The research subjects were grade 10 students of Pekalongan Islamic High School in the 2021/2022 academic year. A qualitative method was employed in this study, while data collection techniques utilized a mathematical resilience questionnaire and interviews to determine students' mathematical reasoning skills. The results showed that 1) field-independent subjects' problem-solving skills were measurably stronger than those of field-dependent subjects. FI subjects can determine the information asked in the problems and explain them; 2) FD subjects encounter obstacles in applying concept knowledge, implementing various effective strategies to solve problems, and reflecting on the problem-solving process.